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This year, most of our writing opportunities will arise through our topic work. This means that the children will have the chance to write in lots of different genres including poetry, persuasive letters and fantasy stories. As well as writing, children will also be studying elements of science, computing, history, geography and art using our topic as a starting point.

 

Over the year we will be working towards the following National Curriculum objectives:

 

WRITING TRANSCRIPTION

  • Use further prefixes and suffixes and understand how to add them.
  • Spell further homophones.
  • Spell words that are often misspelt .
  • Place the possessive apostrophe accurately in words with regular plurals [for example, girls', boys'] and in words with irregular plurals [for example, children's].
  • Use the first two or three letters of a word to check its spelling in a dictionary.
  • Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

 

HANDWRITING PRESENTATION

  • Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
  • Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

 

WRITING COMPOSITION

  • Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2).
  • Draft and write by organising paragraphs around a theme.
  • Draft and write by creating settings, characters and plot in narratives.
  • Draft and write by using simple organisational devices in non-narrative material [for example, headings and sub-headings].
  • Evaluate and edit by assessing the effectiveness of their own and others' writing and suggesting improvements.
  • Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
  • Proof-read for spelling and punctuation errors.
  • Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

 

 

WRITING VOCABULARY GRAMMAR PUNCTUATION

  • Indicate grammatical and other features by using commas after fronted adverbials.
  • Develop their understanding of the concepts set out in English Appendix 2 by choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
  • Develop their understanding of the concepts set out in English Appendix 2 by using fronted adverbials.
  • PUNCTUATION Use grammatical terminology for Year 4 understanding Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done].
  • Indicate grammatical and other features by indicating possession by using the possessive apostrophe with plural nouns.
  • Indicate grammatical and other features by using and punctuating direct speech.
  • Use and understand the grammatical terminology in Year 4 grammar accurately and appropriately when discussing their writing and reading.
  • Develop their understanding of the concepts set out in English Appendix 2 by using expanded noun phrases to convey complicated information concisely.